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Record Nr. |
UNINA9910786680503321 |
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Autore |
Feinberg Sandra <1946-> |
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Titolo |
Including families of children with special needs : a how-to-do-it manual for librarians / / revised by Carrie Scott Banks ; Sandra Feinberg [and three others] |
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Pubbl/distr/stampa |
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Chicago, [Illinois] : , : Neal-Schuman, , 2014 |
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©2014 |
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ISBN |
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Edizione |
[Revised edition.] |
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Descrizione fisica |
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1 online resource (345 p.) |
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Disciplina |
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Soggetti |
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Libraries and children with disabilities - United States |
Libraries and families - United States |
Libraries and preschool children - United States |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Including Families of Children with Special Needs; Contents; Preface; Acknowledgments; Part 1: Understanding Inclusion; Chapter 1: What's Inclusion All About?; Definitions and Benefits of Inclusion; Benefits for Children with Disabilities and Their Families; Benefits for Children without Disabilities and Their Families; Benefits of Inclusion for Libraries and Librarians; Resources; References; Chapter 2: What Does the Law Say?; Individuals with Disabilities Education Improvement Act of 2004 (IDEA-I); Americans with Disabilities Act of 1990 (ADA) |
Rehabilitation Act of 1973, Sections 504 and 508 Resources; References; Chapter 3: Developmentally Appropriate Library Services; Developmentally Appropriate Practice; Developmental Milestones; Young Children and Family-Centered Principles; School-Age Children and Teens: Growing Independence; Resources ; References; Chapter 4: Resource-Based Practice and Inclusion; Why Community Support Is Lacking; Defining Resource-Based Practice and Inclusion; How the Library "Fits In"; Resources; References; Chapter 5: Multiple Intelligences and Universal Design; Multiple Intelligences Theory |
Universal Design Designing Accessible Library Programs; Resources; References; Part 2: Getting Your Library Ready; Chapter 6: Assessing Your Staff and Library; Staff Attitude; Competencies; Physical Library; |
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Virtual Library; Community Needs; Resources; References; Chapter 7: Staff Training; Why Are You Conducting the Training?; Whom Are You Training?; What Are the Goals of Your Training?; What Form Will the Training Take?; Who Will Conduct the Training?; Resources; References; Chapter 8: Community Involvement; Working with Individuals; Working One-on-One with Other Professionals |
Working with Institutions Resources; References; Chapter 9: Designing Library Services for All Children; General Considerations; Design Considerations for Specific Types of Disabilities; Examples of Inclusive Library Service; Resources; References; Chapter 10: Assistive and Adaptive Technology; Aids for Daily Living; Communication; Computer Access; Education; Hearing; Recreation and Leisure; Seating and Positioning; Vision; Resources; References; Part 3: Developing Collections and Services; Chapter 11: Playing and Learning-in the Library and at Home; Play; Play in the Library; Play at Home |
Building a Toy Collection Operating a Toy Lending Library; Resources; References; Chapter 12: Resource Centers for Children, Families, and Other Professionals; What Is a Family Resource Center?; Promoting Awareness and Use of the Family Resource Center; Funding; Guidelines for Developing a Family Resource Center Collection; Ordering Sources; Periodicals; Kits; Model Programs; Resources; References; Chapter 13: Electronic Resources; Navigating the Internet; Disability-Related Electronic Resources; Periodicals, Online and Free; Resources; References; Appendix; Glossary; Bibliography |
About the Authors |
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Sommario/riassunto |
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This new revised edition is a step-by-step guide to serving children and youth with disabilities as well as the family members, caregivers, and other people involved in their lives. |
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